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Posts Tagged ‘community colleges’

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Secretary Duncan and Harvard Scholars Showcase Benefits of CTE

Friday, February 4th, 2011

On Wednesday, Secretary of Education Arne Duncan referred to CTE as the “neglected stepchild of education reform” and expressed an urgent need to change this perception. Duncan’s remarks were prompted by the release of Pathways to Prosperity, a major report suggesting a need for increased high-quality career technical education (CTE). This is the first time that Duncan has delivered a speech focused primarily on CTE.

The release of Pathways to Prosperity, in addition to Duncan’s remarks at the event, brings to light the tremendous role that CTE plays in providing students with viable pathways to success.

The report, written by scholars from the Harvard Graduate School of Education’s Pathways to Prosperity Project, describes a need for more career counseling, high-quality career education, apprenticeship programs, and two-year degree and certificate programs as viable pathways to solid careers. The authors suggest giving students more choices beginning in middle school, including opportunities to link academics with work experiences, so that students can more successfully pursue college or career paths that do not necessarily result in a bachelor’s degree. 

The report also advocates for a decreased focus on classroom-based academics and a greater emphasis on work-based learning. Pathways to Prosperity proposes the development of a comprehensive pathways network, including a three-part plan to increase the value and effectiveness of CTE across the United States:

1)     Development of a broader vision of school reform with less emphasis on four-year degree attainment

2)     Expanded role of employers in providing more work-based opportunities for students and more jobs related to students’ programs of study

3)     Development of a new “social compact” between society and young people with a goal of equipping young adults with the education and experience needed to lead a successful adult life

Both Duncan’s remarks and Harvard’s Pathways to Prosperity report increase the visibility of CTE as a powerful pathway to student success.

By admin in News, Research
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“College Dropout Factories” Stay Open Despite Poor Graduation Rates

Wednesday, February 2nd, 2011

In College Dropout Factories, authors Ben Miller and Phuong Ly illustrate the story of Nestor Curiel, a promising high school graduate failed by the American higher education system.  Miller and Ly spotlight the consistently low-performing colleges and universities that graduate inadequately-prepared students year after year. Miller and Ly describe a bleak scenario where the same colleges and universities are not held accountable for the poor quality of education provided to their students. The article included the 2010 rankings of 4-year public and private not-for-profit colleges in America with the worst graduation rates, including several schools that offer associate and bachelor’s degrees or certificates in CTE-related areas.

The authors assert that colleges and universities with very high dropout rates are often overlooked; they maintain accreditation and student enrollment despite dismal graduation rates. One major complaint is that students do not receive sufficient academic support; studies suggest a correlation between “extensive student support, especially during freshman and sophomore years, and high graduation rates.” Unfortunately, some schools do not have incentive to provide additional student support because they receive federal financial aid and state appropriations as long as they continue to enroll students.

The authors propose two steps to curtail the problem of very low-performing schools producing inadequately-prepared students:

1)     Acknowledge that colleges share responsibility for graduation with students

2)     Shut the worst institutions down

The authors also suggest that governors and state legislatures intervene by tying state funding to graduation rates. Additionally, they indicate that accreditors should make the colleges’ evaluations public, and hold them accountable by tying graduation rates to accreditation. As more attention is drawn to very low-performing colleges and universities, the schools will need to make rapid and dramatic improvements to maintain their student populations.

By admin in News
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What Should College Graduates Know and Be Able to Do? New Lumina Report Provides Framework

Wednesday, January 26th, 2011

What are the expectations of a student graduating with an associate degree? Or a bachelor’s or master’s degree? Answers to these questions are varied and may indicate a need for more clearly defined expectations for postsecondary degree attainment in the United States. This week, the Lumina Foundation released The Degree Qualifications Profile, a framework illustrating “what students should be expected to know and be able to do once they earn their degrees – at any level.”

The Degree Profile suggests specific learning outcomes that benchmark all associate, bachelor’s and master’s degrees. It also proposes much more extensive use of field-work and experiential learning throughout all degrees, aspects that are often present in career technical education. Through its framework, the Lumina Foundation encourages institutes of higher education to increase all students’ skills and experiences in analysis, adaptation, and application. The report particularly emphasizes its application component, describing the importance of “educational experience rich in field-related projects, performances, investigative essays, demonstrations, and other learning-intensive activities.”

The Degree Profile can improve the quality of learning at many levels and for many stakeholders:

While President Obama’s call to increase the number of college graduates in America has been widely publicized, greater attention must be paid to the quality and the meaning of degrees to be conferred upon a record number of students. To increase the quality of degrees at all levels, the Degree Profile helps colleges and universities to make changes in five basic areas: Broad, Integrative Knowledge; Intellectual skills; Applied Learning; Civic Learning; and Specialized Knowledge. Under each area, Lumina identifies specific learning outcomes for each degree (associate, bachelor’s and master’s degrees). With the input of two accrediting agencies (Western Association of Schools and Colleges and The Higher Learning Commission of the North Central Association of Colleges and Schools) and the Council of Independent Colleges, the organization plans to test and make adjustments to the degree profile. For more detailed information, please see the Lumina Foundation website.

By admin in News, Resources
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State of the Union Focuses on Education, CTE Student Sits with First Lady

Wednesday, January 26th, 2011

In his second State of the Union Address, President Barack Obama set a broad agenda for improving the economy and maintaining the United States’ status as a global super power. Calling this our “Sputnik moment,” the President urged Congress, private businesses and the American people to work together to out-innovate, out-educate and out-build the rest of the world.

Recognizing that the world has changed and that a high degree is no longer sufficient to earn a family sustaining wage, Obama focused on the ways that education can help turn around the economy. First, he cautioned against “pour[ing] money into a system that’s not working” and highlighted the ways that his Race to the Top grants have reformed education through the adoption of new standards. He also stated that Race to the Top should be the foundation for the reauthorization of No Child Left Behind this year. Among the other education priorities that he addressed were: raising the status of the teaching profession, increasing the number of STEM teachers, making postsecondary more accessible and affordable, and training individuals for new careers and new jobs.

He also stressed the importance of community colleges in meeting the demands of out fast-changing economy and singled out Kathy Proctor, a student at Forsyth Tech in North Carolina who is earning her degree in biotechnology at the age of 55 because the furniture factories in her town have disappeared.

However, despite the President’s call for greater investment in things like innovation, education and infrastructure, last night he proposed a five-year freeze on non-defense discretionary spending beginning this year. This comes after House Republicans have pledged to return appropriations levels to FY08 or FY06 levels. So while we don’t know what spending levels will look like after the CR expires in March, it seems certain that there not be any funding increases this year.

On a brighter note, Brandon Ford, a junior at the Academy of Automotive and Mechanical Engineering at West Philadelphia High School was invited to be a guest in First Lady Michelle Obama’s box last night. Brandon was recognized for his participation in the Progressive Automotive X PRIZE competition, in which teams from across the globe compete to create production-ready, highly fuel efficient vehicles. Brandon and his team went up against corporations, universities and other well-funded organizations from around the world, advancing all the way to the elimination round.  Congratulations, Brandon!

By admin in News, Public Policy
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ED Stakeholder Forum: 2011 Priorities and New Data “Dashboard”

Tuesday, January 25th, 2011

At yesterday’s Education Stakeholders Forum, Secretary of Education Arne Duncan outlined the Administration’s education priorities for 2011. Chief among these goals is the reauthorization of ESEA. Duncan told the group that he met Rep. John Kline (MN), Chair of the House Education and Workforce Committee, last week to discuss putting together a bipartisan bill. Duncan stated that there are many areas where the two agreed, including a smaller federal role in education, flexibility at the local level (but a high national bar), growth models, research and development, and broadening the curriculum beyond reading and math. Duncan conceded that “there are a whole host of reasons” why reauthorization may not happen this year, but he is optimistic that it will.

Second, the President intends to place a big emphasis on the importance of education in his State of the Union speech tonight. Third, despite the importance of education, the Department understands that states and local districts are in a position of having to make very tough cuts, and the Department would like to help states and locals make the best decisions they can.

Fourth, the Department has made postsecondary access and affordability a priority in 2010 and intends to continue that in 2011. They have already simplified the FAFSA forms and have announced applications of the Community College and Career Training Grants. The Department is also pushing for higher Pell grant maximum awards.

And finally, Duncan and other Department officials unveiled the “United States Education Dashboard,” a website that compiles a number of indicators that they believe give a holistic, big picture view of education in the United States and that are related to the President’s goals for education reform. The Department hopes that these indicators will help them find the gaps in the data and allow them to invest more in these areas. The Dashboard will also serve to inform policies and can be used to determine the most impactful interventions.

By admin in Legislation, Public Policy
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Republicans Propose Tech Prep Cuts

Tuesday, January 25th, 2011

On Thursday Rep. Jim Jordan (OH), head of the Republican Study Committee, introduced the Spending Reduction Act of 2011, which aims to reduce federal spending by $2.5 trillion by 2021. This bill first proposes setting FY11 non-security spending levels at FY08 levels, and thereafter setting FY12 to FY21 levels at FY06 levels.

Second, the bill would repeal or eliminate a variety of programs in an effort to reduce the deficit. One of the programs slated for repeal is Title II of the Carl D. Perkins Career and Technical Education Act of 2006. While President Obama last year proposed consolidating Title II Tech Prep funding into the Title I Basic State Grants, this bill would eliminate that funding.

Among the programs singled out for rescission are those in the Health Care and Education Reconciliation Act of 2010, which includes the Community College and Career Training Grants that were just announced by the Administration last week. The bill would also rescind unobligated funds made available by the American Recovery and Reinvestment Act, which includes funding for Race to the Top and the State Fiscal Stabilization Fund.

While this bill may pass the House due to the new Republican majority that has made deficit reduction a major priority, it is unlikely to pass the Democratically-controlled Senate. However, NASDCTEc will be watching this bill closely and will be advocating on the Hill for maintaining Perkins funding. But we may need your help! If the bill progresses through the House, we will likely contact you for state specific information on the impact of cutting Tech Prep funding, and may need your help in contacting key members of Congress that represent your state or district.

By admin in Legislation
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News article: In a tough economy, new focus on job-oriented certificates

Thursday, January 20th, 2011

Reports and articles continue to echo the same message: postsecondary credentials will play a critical role in securing a job. A recent article in The Bellingham Herald, a Washington state newspaper, highlighted a recent national reports and state statistics that reinforce the notion that credentials are no longer an option for individuals who cannot succeed in traditional four-year institutions.

The article features reports such as Projection of Jobs and Education Requirements Through 2018, Certificates Count: An Analysis of Sub-Baccalaureate Certificates, which both suggest that credentials will play a key role for individuals who seek employment.

Further, in Florida, a recent report based on the state’s employment data shows that “students who earn certificates or associate of science degrees can make more money in their first year out of college than four-year graduates of Florida’s university system,” the article said.

Willis Holcombe, chancellor of Florida’s fast-growing community college system was quoted saying that the unemployment numbers are “a powerful case for some postsecondary credential, not just going to classes, but completing a credential…If you want to insulate yourself against unemployment, you need a career.”

By admin in News, Research
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Community College and Career Training Grants Now Available

Thursday, January 20th, 2011

Shortly after taking office in 2009, President Obama pledged that America would have the highest proportion of college graduates in the world by 2020 and would increase the number of workers who attain degrees, certificates, and other industry-recognized credentials. An announcement from the Administration today should go a long way in helping to reach that goal. Secretary of Labor Hilda Solis and Secretary of Education Arne Duncan announced that grant applications for the Trade Adjustment Assistance Community College and Career Training Grant Program are now available. The grants were authorized by the American Recovery and Reinvestment Act in 2009 and funded at $2 billion over four years by the health care bill in 2010.

“These grants will help colleges create programs that make it possible for workers to come back to school and acquire skills and industry-recognized credentials needed to compete for good jobs in growing industries,” said Secretary Solis.

The grants are authorized at $500 million a year (FY 2011 to 2014) and will be available to community colleges or other two-year degree granting institutions of higher education as defined in the Higher Education Act. The goal of the grants is for schools to expand their capacity to provide education and career training to TAA for Workers program participants and other individuals to upgrade their knowledge and skills so that they can find family-sustaining employment. Each state will be guaranteed a minimum of 0.5% of the total funding, or $2.5 million per state per year.

The solicitation for grant applications can be accessed here. Applications must be received no later than 4 PM ET on April 21, 2011.

By admin in Public Policy
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Greenforce Initiative Helps Community Colleges to Advance Green Programs

Friday, January 14th, 2011

In the latest issue of ACTE’s Techniques Magazine, Gloria Mwase and Julian Keniry describe the Greenforce Initiative, a collaboration of the National Wildlife Federation (NWF) and Jobs for the Future (JFF) to assist community colleges in providing effective green programs and producing a green workforce.  A 2009 study shows that jobs related to clean energy grew twice as fast as overall jobs between 1998 and 2007.  By implementing green programs, community colleges can help students acquire the skills needed to fill these emerging positions.  The Greenforce Initiative will supply additional resources, strategies, and best practices to select community colleges in six regions (or “Learning and Action Networks”): Northern Virginia, South Texas, Metro Chicago, Michigan, North Carolina, and Seattle.  The goals of the Greenforce Initiative are:

The authors stress the vital role of green CTE programs and graduates to aid in the nation’s economic recovery and develop alternative energy sources.  If all goes according to plan, the Greenforce Initiative’s Learning and Action Networks will become prototypes to be emulated and expanded upon by other green-minded institutions.

By admin in News
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OVAE Announces Goals for 2011-12

Monday, January 3rd, 2011

Last month the Office of Vocational and Adult Education (OVAE) at the U.S. Department of Education announced that in 2011 they will be focused on the several key areas in an effort to link education and economic opportunity. First, OVAE will work to support rigorous programs of study, funded by the Carl D. Perkins Act, that prepare young people for college and careers through postsecondary credentials completion. Second, they will serve 93 million adults in the U.S. whose basic or below-basic literacy levels limit their career opportunities, through funding from WIA Title II and the Adult Education and Family Literacy Act. And finally, OVAE will improve the capacity of community colleges to meet today’s education and labor market demands.

To achieve these ends, OVAE has developed three goals for 2011–12:

1.      All youths and adults are ready for, have access to, and complete college and career pathways.

2.      All youths and adult students have effective teachers and leaders.

3.      All youths and adult students have equitable access to high-quality learning opportunities on demand.

“Enhancing our approach to career and technical education to prepare students for high-growth careers, we are particularly supportive of rigorous, relevant programs of study that span the secondary and postsecondary systems and that apply classroom-based instruction and work-based learning to meet academic, employability, and technical industry standards. This systemic approach relies on partnerships among K–12 schools, institutions of higher education, and employers.”

By admin in Public Policy
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